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Child Behaviour Online Bundle, 5 Certificate Courses

Learn The Theory Behind Why Children Behave The Way They Do

Get Child Behaviour, Child Development, Child Care, Social Care with Children & Families and Nutrition for Children & Adolescents in this Bundle

1. Child Behaviour: Learn The Theory Behind Why Children Behave The Way They Do

This Child Behaviour Course covers the theory behind why children behave the way they do, and looks at events and triggers that can create behaviour patterns in children. The course is over 9 modules and will build your knowledge to enable you to identify and deal with different behaviours.

You will learn about how well-being, self-esteem and emotional intelligence can affect a child’s temperament, attachment and self-control.

You will also learn about the relationship between psychological disabilities and aggression and violence, including bullying and how to manage challenging behaviour, like conduct disorder (CD) and oppositional defiant disorder (ODD).

2. Child Development: Learn How To Examine The Social Learning Of A Child

This course examines areas of communication, language, play and social learning, whilst exploring the physical, mental and emotional development of the child. Formulated to cater to the needs and requirements of those engaged, or contemplating careers in child care, nursing or social care.

It will also have great appeal to the parent who is seeking to enhance his or her awareness and knowledge of child development.

3. Child Care: Understand How To Effectively Care For Children

Child care is one of the most demanding yet rewarding jobs available and the field encompasses a wide variety of roles, from parent to nanny to day-care worker, and more.

About Our Child Care Course

Possibly the most important thing a parent will ever do in their life is to care for their child. Many parents adapt very easily to this function and others want to gain as much information as possible on how to take care of their child. If you are a parent and you want to learn more about caring for your child, this course is ideal for you.

Additionally, if you want enter the child care field, but want to find out more before committing to a lengthy course of study, our online child care courses are perfect for you.

From development to safety and legislation, this course touches on each essential aspect of child care needed to understand how to effectively care for children.

4. Social Care with Children and Families: Learn How To Work With Children And Families In A Social Work Context

Working with children and families is a highly specialised and skilled area of social work. To be effective social workers need to be flexible, knowledgeable and highly mindful of many aspects of the family and the obstacles that can arise when working with this group.

Social care professionals who work specifically with children and families often provide guidance and support, counselling and supervisory services to families facing economic, family, substance abuse and illness-related difficulties. These social care workers collaborate with teachers, lawyers, police and medical professionals to provide quality care to families and children.

This course in child and family social care will aim to introduce you to the structure of the family, and to teach you to take the necessary factors into consideration as well as the proper procedures and courses of action involved when working with children and families in a social work context.

5. Nutrition for Children and Adolescents: Learn How To Improve The Health And Nutrition Of Children

With the exception of very young children (4-6 years old), between 40-69% of children in Britain are largely inactive, spending less than one hour a day participating in activities of moderate intensity. These findings are also consistent with a number of other recent reports concerning the increasing prevalence of overweight and obesity in children. This is a situation that is mirrored in adults and is likely to stem from the same fundamental causes.

Like many adults, British children are typically eating less than half the recommended five portions of fruit and vegetables a day. One in five (4-18 year olds) eat no fruit at all during an average week. Poor eating and poor physical activity habits in childhood may increase the risk of health problems in later in life. The diet of a child is a factor, to varying degrees, in the development of a number of diseases, either in childhood itself or during adult life, such as obesity, iron deficiency anaemia, dental caries, coronary heart disease, hypertension, osteoporosis and cancer.

There is some evidence to suggest that health traits present in childhood tend to track into adult life, including body weight, blood levels of cholesterol, other blood lipids and insulin, and blood pressure.

Improving the health and nutrition of children should remain a priority for the government, health professionals, the food industry and teachers alike. But more importantly, parents should also have an active role in providing the best nutritional quality to their children. The course aims to show parents and practitioners how to improve the health and nutrition of children.

Receive Lifetime Access to Course Materials, so you can review at any time.

For comprehensive information on units of study click the units of study tab above.

This is an incredible opportunity to invest in yourself and your future, sharpen your training skills and learn what it takes to create your own success with Courses For Success Today!

Course Fast Facts:

  1. All courses are easy to follow and understand
  2. Unlimited lifetime access to course materials
  3. Study as many courses as you want
  4. Delivered 100% on-line and accessible 24/7 from any computer or smartphone
  5. You can study from home or at work, at your own pace, in your own time
  6. Download printer friendly course content

Course Delivery

Courses are accessed online by any device including PC, tablet or Smart Phone. Upon purchase an automated welcome email will be sent to you (please check your junk email inbox if not received as this is an automated email), in order for you to access your online course, which is Available 24/7 on any computer or smart mobile device. 

Recognition & Accreditation

Upon completion of  each course assessment, you will receive a certificate per course. An accredited certificate from the awarding body relating to your course.

Receive Lifetime Access to Course Materials, so you can review at any time.

Child Behaviour Online Bundle, 5 Courses includes the following courses, below is a summary of each course: 

Course 1 - Certificate in Child Behaviour Online Course

Module 1: Introduction to Children’s Behaviour

Learning outcomes:

  • Awareness of societal differences in attitude to children’s behaviour
  • Understand the contributing influences of undesirable behaviour

Module 2: Well-Being, Self-Esteem and Emotional Intelligence

Learning outcomes:

  • Understand the importance of well-being and self-esteem
  • Awareness of the impact of emotional intelligence and literacy on self-control

Module 3: Temperament, Attachment and Self-Control

Learning outcomes:

  • Understand the impact a child’s temperament has on their response to external events
  • Awareness of how attachment disorder can contribute to children’s stress
  • Knowledge of the range of impulsive behavioural responses

Module 4: Aggression and Violence

Learning outcomes:

  • Understand the influence of modelling
  • Knowledge of how frustration can manifest into different types of aggressive behaviour
  • Awareness of relevant psychological theory

Module 5: Psychological Disabilities

Learning outcomes:

  • Understand how particular disorders can affect behavioural responses
  • Knowledge of behavioural symptoms and the potential causes

Module 6: Focus on Bullying

Learning outcomes:

  • Understand the causes of bullying
  • Awareness of the effects of bullying

Module 7: Focus on ADHD

Learning outcomes:

  • Knowledge of the impact of ADHD on children’s behaviour
  • Understand the psychological approaches to coping with ADHD

Module 8: Conduct Disorder (CD) and Oppositional Defiant Disorder (ODD) 

Learning outcomes:

  • Understand the differences between CD & ODD
  • Knowledge of the behavioural challenges associated with the two disorders
  • Awareness of psychological intervention techniques

Module 9: Techniques for Managing Challenging Behaviour

Learning outcomes:

  • Understand the differences in psychological techniques for managing children’s challenging behaviour
  • Knowledge of the diverse maladaptive behaviour management techniques

Course 2 - Certificate in Child Development Online Course

The Development Cycle

  • The Development Cycle
  • Puberty
  • School
  • We judge too much by the superficial evidence of ‘success’ or ‘failure’
  • Development does not advance in a straight line
  • Developmental trends and fluctuations are primarily the expressions of the ancient process of evolution
  • The age of five
  • The age of six
  • The age of seven
  • The age of eight
  • The age of nine
  • Age of ten
  • Adolescence
  • Appraisal
  • External pressures are modulated to
  • Then reared through guidance based on sympathetic understanding

The Growing Mind

  • The psychology of the child, which includes all his behaviour, is inseparably bound up with his nervous system, and indeed with his entire organism
  • We cannot separate ‘the mind’ from the total child
  • The child is, and should be seen as a unit - the nervous system makes him so
  • Nervous system consists of multi-billions of neurons which connect every sensitive and every moving part of the whole organism
  • Gradients of growth
  • Prehensile - the taking hold and grasping of objects
  • Gradient of Prehensile Behaviour:
  • Basic mechanism of all psychological development
  • Each new pattern grows out of, and yet retains a connection with, the old pattern
  • Gradient begins with the simple pattern of looking and with increasing maturity one refinement follows another in lawful sequence
  • All school skills have a similar pre-history of growth, they are always subject to the principle of developmental readiness
  • Reading Behaviour
  • Purpose of growth gradients
  • Acquisitive Behaviour
  • Maturation and acculturation will prove to hold in all fields of behaviour
  • Primary growth gradients hold the key to the wisest methods of guidance and education
  • Gradients are not applied to ascertain a mental age, or to measure the child in an arbitrary way
  • Growth gradients tell us something about the psychological differences between boys and girls
  • Absolutism leads to authoritarianism and this in turn leads to blindness

Parent, Child, Teacher Relationships

  • As a child matures he gradually makes distinctions and learns to distinguish between what is animate and what is inanimate
  • Parent and child relationships of family life are of determining importance in the early patterning of personality
  • Parent/child relationships are based on heredity, or kinship
  • Teacher/child relationships are based on authority conferred by the educational system
  • Psychological reinforcement
  • The teacher observes the child as a member of a social group and this brings to light characteristics that the home cannot reveal
  • Three common components of enlightened parent/child and teacher/child relationships
  • Considerateness
  • Sense of humour
  • Philosophy of growth
  • Adjustment
  • Classroom behaviour
  • Three culture areas
  • Language Arts – 5 years old
  • Sciences – 5 years old
  • Personal-social participation – 5 years old

The Growing Child

  • Patterning of behaviour begins
  • Physiological functions
  • Appears unsteady, unstable and his thresholds of reaction are low and inconstant
  • Breathing and body temperature can often be perceived to be irregular
  • Satisfactions, needs, interests and drives are determined by status of his entire organism
  • Acquisition of speech involves a recombination of feeding and breathing behaviour patterns
  • Cerebra-spinal nervous system
  • Growth sequences
  • Structuralisation of Behaviour
  • The corpus of behaviour
  • Neuro-muscular system
  • Eye-hand-body coordination
  • Tonic-neck-reflex
  • Temperament types which are associated with three body types
  • Viscerotoni
  • Somatotonic
  • Cerebrotonic

The Complexity of Growth

  • Child’s organism consists of a collection of organ systems
  • Incidence of accidents is determined by three sets of interacting factors
  • Site of injury may be affected by the child’s body build and motor characteristics
  • Exposure to risk is largely determined by their immature traits and lack of parental foresight
  • Parents and teachers are inclined to place too much reliance on admonition and explanation
  • If a child is unduly afraid, he or she cannot be duly cautious - that is prudent and wary
  • Organism of the child rarely remains in a smooth equilibrium for any extended period
  • Even in the absence of accidents and illness the child is subject to tensions which express themselves outwardly in different forms of tensional activity
  • Temper tantrums
  • Tensional behaviour is at a relatively low ebb at five years
  • Tensions involve
  • Self-preservation - the first law of life
  • Self-expansion – the second law of life
  • Tempers are displayed
  • Whatever his mode of expression, he behaves as he does because he has organised his personal-social reactions in a given manner
  • Anger and aggression
  • We must look to the period from five to ten years of age for the developmental beginnings of possibly long-term, problematic behaviour and in this area the psychology of childhood anger takes on impressive import

Ethical Sense

  • Adults
  • Dispositions and potentialities which undergo progressive organisation
  • Three phases fundamental dynamic
  • Self-inhibition and Social disapproval
  • Approbation and disapprobation
  • Self-assertive conduct
  • The mind
  • Primitive shamefacedness
  • Disgrace gesture
  • Undesirable behaviour
  • Obedience
  • Ethical development between years from five to ten is clearly traced in expanding concepts of Good and Bad
  • The 6th year
  • The 7th year
  • The 8th and 9th year
  • The 10th year
  • Emotional expression arises from a complex state of tensions

Course 3 - Certificate in Child Care Online Course

Introduction - The first Year

  • Bathing a baby
  • Have a regular time for bathing
  • Keep a routine
  • If unable to bath him every day, top and tail
  • Wipe face carefully
  • Clean nappy area thoroughly with cotton wool, warm water and baby cleansing lotion
  • Undress baby, leaving nappy on
  • Wrap him securely in a towel
  • Wipe his face with cotton wool or a soft cloth
  • Never use the same cloth for face and bottom
  • Holding him under your arm, wash hair with a baby shampoo
  • Do not be afraid to touch the soft spot on his head
  • Rub hair dry with edge of the towel to prevent him from getting cold
  • Babies lose heat from their heads
  • Remove nappy - wipe away soiling with cotton wool
  • Holding him securely with your arm supporting his head and your fingers gripping his upper arm, put baby in the bath
  • Soap all over with a mild baby soap
  • Rinse off soap
  • Pat dry on changing mat, or while cuddling him
  • Keep him covered with the towel
  • Dry well in all the creases
  • If using powder, shake a little into your hand and rub it gently over him
  • Put it on your hands first - dangerous if inhaled/swallowed
  • Use a barrier cream to prevent nappy rash
  • Dress him quickly on a dry surface
  • Weaning
  • Objectives
  • To make baby less nutritionally dependent on milk
  • At one year, milk should still be important and provide 40% of the calorie intake
  • To provide a variety of textures which will stimulate baby's ability to chew
  • To establish acceptance of a variety of foods/wide range of flavours
  • Gradually to introduce regular family foods so baby can partake in family meals
  • To introduce iron into the diet – human/unfortified cow's milk are poor sources of iron
  • To train the baby to feed from a spoon and drink from a cup
  • Sleeping
  • Place baby on his side
  • Use a rolled up towel behind his back to prevent him rolling over
  • Once old enough to turn himself over, towel is no longer necessary
  • Discuss
  • Advantages
  • Disadvantages

The Toddler

  • Tantrums
  • Striving for independence
  • Becomes very self-centred
  • Will play alongside other children, but not with them
  • Will get very frustrated at times, feeling real anger
  • Causes him to feel frightened
  • Manifests itself as a temper tantrum
  • May make it worse if he is tired
  • Has not yet developed ability to reason
  • Unable to tell you what the problem is
  • You can help by understanding the problem and explaining it
  • All children go through this phase
  • An important part of a child's development
  • Be consistent at all times e.g. discipline
  • Do not give in to tantrums
  • Explain why you have said a specific thing - it will help him learn to think
  • He will show his desire to learn by always asking 'why?' and 'how?'
  • Play
  • Energetic play
  • Physical activities enable the child to master movement
  • From simple responses to more complex movements of everyday life
  • Learns to control voluntary movement in order to recover a toy
  • Physical play increases motor co-ordination
  • Pushing
  • Pulling
  • Climbing
  • Holding
  • Catching
  • Balancing
  • Discovery play
  • A child observes/explores/ experiments with various materials and toys
  • Takes objects to his parent to explore
  • As he matures he learns to use his hands more skilfully
  • Through incessant exploration the child builds up knowledge of how everyday objects work
  • Discovery/experimental play is 'What does it do?' 'How does it work?' play
  • Children need a great variety of things to explore
  • Water
  • Cardboard boxes
  • Paper
  • Toys suitable to their age
  • Creative play
  • Takes time to set up and pack away
  • Very rewarding
  • As wide a range of material should be available
  • They use colour, touch and feel things with their hands - utilise a variety of materials

The Older Child

  • Mental development
  • Reading/writing broadens his experience
  • Mental ability allows him to understand symbols of letters/ numbers
  • The vocabulary of a five year old is about 2000 words - increases with exposure to other children
  • Children can use increasingly complex sentences
  • Make fewer grammatical errors as they go through school
  • A key task is logical and consistent thinking
  • The school-aged child also learns to create more sophisticated classification systems
  • They often involve these new skills in their play
  • Relational concepts such as left and right are tackled during this phase of childhood
  • When number skills are developing, clock time can be introduced and the use of money
  • Five year old:
  • Has good control - can climb & jump well
  • Can walk backwards
  • Can wash himself without getting clothes wet
  • Manipulates pencil to write first name
  • Has 2 000 word vocabulary
  • Talks constantly
  • Knows primary colours
  • Can count to ten
  • Names days of the week
  • Asks for definitionsSix year old:
  • Balance improves
  • Uses manipulative skills
  • Can draw large letters or figures
  • Learns to read with understanding
  • Knows some streets in local neighbourhood
  • Knows difference between morning & afternoon
  • Seven year old:
  • Less active than younger child
  • Can print sentences
  • Muscular skills such as ball throwing improved
  • May develop nervous habits
  • Shows interest in cause & effect
  • Knows the value of coins
  • Gains satisfaction in conclusions & logical endings
  • Understands past, present & future time concepts
  • Eight year old:
  • Develops grace & balance
  • Co-ordination obvious in sports activities
  • Has ability to start joined up writing rather than print
  • Begins to understand logical reasoning &
  • Is aware of time
  • Develops understanding of left & right
  • Appreciates degrees of concepts - light and pain
  • Nine year old:
  • Can use both hands independently
  • Skilled hand/eye
  • co-ordination - sewing/sport
  • Likes to have secrets
  • Can break down difficult skills into manageable component parts
  • Focuses on detailsTen year old:
  • Energetic, restless
  • May demonstrate active movements
  • Works hard to practise skills
  • Enjoys learning
  • Likes to memorise
  • Identifies facts concrete & specific thinking
  • Eleven year old:
  • Has skilful manipulative movements
  • Likes action in learning
  • Concentrates well when working
  • Able to identify/discuss problems
  • Twelve year old:
  • Skilled & co-ordinated in all physical activities
  • Motivated more by inner drive than competition
  • Able to classify, arrange & generalise
  • Can be critical of own work
  • Emotional development
  • Anger/aggression can be seen in:
  • Physical shoving
  • Sullenness
  • Swearing
  • School provides child with opportunities for self-evaluation, developing self-confidence or doubt
  • They are aware of attitudes of others, offer opportunities to the child to talk about this
  • Praise is important
  • Child is able to obey rules set by adults
  • Children demonstrate obedience in order to avoid punishment and to earn rewards
  • Children need to know why rules are made and consequences of failing to follow them

Accidents in the Home and First Aid

  • Be vigilant
  • Do not leave baby alone in the house or room except in a safe enclosure
  • Do not leave a baby alone with a preschooler or with a pet
  • Make baby less susceptible with appropriate clothing
  • Windows - adjust them so they can't open more than 15 cm
  • Tie up cords to blinds/draperies
  • Do not place a crib/playpen/chair or bed the baby can climb on, within reach
  • Hide electrical cords
  • Cover electrical outlets with caps
  • Put unstable chairs, tables, etc. out of the way
  • Keep dresser drawers closed
  • Painted surfaces must be lead free
  • Put ashtrays out of reach
  • Keep house plants out of the way
  • Remove/secure loose knobs
  • Install a gate at top/bottom of stairs
  • Ensure gap between banisters is narrow enough to prevent baby falling through
  • Use protective grills in front of fireplaces/stoves/heaters
  • Cover glass-topped tables with heavy table pads
  • Cover sharp edges or corners on tables
  • Repair loose floor tiles, secure carpeting
  • Toy chests should have light-weight lids with safety mechanism
  • Remove bulky toys, pillows, bumper pads from cotKeep floor uncluttered
  • Be especially careful with
  • Lock poisonous substances out of reach/sight of baby
  • Insect bites
  • Sunburn
  • Nosebleed

Common Ailments

  • Common ailments
  • Bronchiolitis
  • Bronchitis
  • Chicken Pox
  • Common Cold
  • Conjunctivitis
  • Croup
  • German measles
  • Influenza
  • Measles
  • Meningitis
  • Mumps
  • Non-specific Viral Illnesses
  • Pneumonia
  • Sore Throat - Viral
  • Strep throat
  • Constipation and Diarrhoea
  • Otitis Media Inflammation or middle-ear
  • Prevention of constipation
  • Prevention of conjunctivitis

Child Abuse and Bullying

  • Bullying
  • Abuse
  • Physical abuse
  • Emotional abuse
  • Sexual abuse
  • The extent of child abuse
  • Factors which may lead to abuse
  • Consequences of abuse


  • Staff - Ratios
  • Staff - Training
  • Staff credentials 

Course 4 - Certificate in Social Care with Children and Families Online Course

The Social and Political Context of Social Work with Children and Families

  • Families in History: Myths and Realities
  • Politics and the Family
  • Social Policy and the Family
  • What is a Family?
  • Meanings of Childhood
  • Inequalities Between Families
  • Inequalities Within Families
  • Black and White Perspectives on the Family

Principles of Social Work with Children and Families

  • The Potential and Limits of Social Work
  • Anti-Oppressive Social Work With Children and Families
  • Partnership With Family Members
  • Focusing on People’s Abilities and Resources
  • Listening to Children
  • Partnership With Other Agencies
  • Addressing Tensions Between Care and Control
  • Developing a Personal Statement of Principles
  • The Process of Social Work with Children and Families
  • Assessment: Information Gathering
  • Identifying and Prioritising Needs
  • Identifying Resources to Meet Needs
  • Planning: Identifying Options and Agreeing Roles, Tasks and Priorities
  • The Process of Implementation
  • Implementation in Practice

The Process of Social Work With Children and Families

  • Monitoring, Review and Evaluation
  • Direct Work with Children and Young People in the Family
  • Working With Children and Young People
  • The Needs of Children
  • Issues of Identity
  • Communicating With Children
  • Observing Children

Direct Work With Black Children and Young People

  • Involving Children in Decision-Making
  • Support Systems and Networks for Children and Young PeopleWorking with Adults in the Family
  • Adults Have Needs, Too
  • Personal Issues for Adults

Helping With Relationship Difficulties

  • Male Violence Toward Women in Families
  • Elders in the Family
  • Women and Men as Parents and CarersWorking With the Family as a Group
  • Working With the Family as a Group
  • Co-Working and Using Consultation

Process Skills in Family Group Work: Referral and Initial Contact

  • Process Skills in Family Group Work: Beginnings
  • Process Skills in Family Group Work: Continuing Work
  • Process Skills in Family Group Work: EndingsImmediate Protection of the Child
  • What Child Abuse Is
  • Defining Child Abuse
  • Why Do People Abuse Children?
  • The Signs and Symptoms of Child Abuse
  • Judging How Safe a Child is at HomeThe Structures and Procedures for Protecting Children
  • Investigating Suspected Cases of Child Abuse
  • Child Protection Conferences
  • Assessment of Long-Term Planning

Protecting Children 2: Ensuring the Child’s Future Welfare

  • Working with Families Who Have a Member on the Child Protection Register
  • Working with Children Who Are on The Child Protection Register
  • Working with Children Who Have Been Harmed
  • Children Who Have Been Harmed Returning Home
  • Children Who Have Been Harmed Not Returning Home
  • Working with Other Family Members When a Child Has Been Harmed
  • Child Protection Review
  • Planning for the Child’s Future

Working with Children being Looked after by the Local Authority

  • Why Do Children Need Looking After by the Local Authority
  • Promoting the Health and Education of Children
  • The Duties of Local Authorities When Looking After Children
  • Risks and Benefits of Being Looked After by the Local Authority
  • Working in Partnership
  • Making Plans to Look After Children
  • Anti-discriminatory Practice in the Placement of Children
  • Working with Children Placed in Foster Families
  • Promoting Contact
  • Group Living

Social Work with Families through Transitions, Loss and Gain

  • Transitions in the Family: Losses and Gains
  • Social Work With Separation and Divorce in Families
  • Social Work with Illness in the Family
  • Social Work with Dying, Death and Bereavement in the Family
  • Social Work with New Families
  • Enabling Children to Grow Up

Children and Families and Special Needs

  • What are Special Needs?
  • Identifying Needs
  • The Legal Framework: Part One - The Children Act 1989 and Special Needs
  • The Legal Framework: Part Two - Children with Special Needs and their Protection
  • From the Identification of Need to the Provision of Services
  • How Services to Children with Special Needs and Their Families are Viewed
  • Other parts of the Jigsaw Beyond the Health, Education and Social Services
  • Beginning Work, Ending Work

Empowerment and Partnership in Work With Children and Families

  • Empowerment and Partnership: Understanding Terms
  • Understanding Power and Promoting Empowerment
  • Evaluating Partnership and Empowerment
  • Empowerment and the Social Worker
  • Empowerment, Partnership and Agency Context
  • Exploring Feelings on Partnerships With Families
  • Inter-agency and Multi-disciplinary Partnership

Course 5 - Certificate in Nutrition for Children and Adolescents Online Course

Introduction to the Nutrient Concept

  • Nutrition
  • Brief Overview of Nutrition History
  • Nutrition Process

Essential Nutrients & Macronutrients

  • Water
  • Protein
  • Carbohydrates
  • Fats


  • What Are Enzymes?
  • Enzymes Deficit & Disease
  • Food Enzymes
  • Co-enzymes & Co-factors
  • Enzymes Supplementation
  • Lipase Supplementation

Vitamins, Fatty Acids & Minerals

  • Vitamin A
  • Vitamin B1 - Thiamin
  • Vitamin B2 - Riboflavin
  • Vitamin B3 - Niacin
  • Vitamin B5 – Pantothenic Acid
  • Vitamin B6 - Pyridoxine
  • Vitamin B12 - Cobalamin
  • Biotin
  • Folate
  • Vitamin C
  • Vitamin D
  • Vitamin E
  • Vitamin K
  • Fatty Acids
  • Calcium
  • Phosphorous
  • Sodium
  • Potassium
  • Iron
  • Zinc
  • Magnesium
  • Iodine
  • Manganese
  • Chromium
  • Copper
  • Selenium

The Western Diet

  • Food Processing

Gastrointestinal Disorders

  • Deficit of Digestive Enzymes
  • Malabsorption Syndrome
  • Bacterial Dysbiosis
  • Symptoms of Indicanuria
  • Intestinal Hyper-permeability

Immune System & Nutrition

  • Immune System
  • Immune Recognition
  • Chemical Nature of Immunogens
  • Innate Immune Responses
  • Specific or Adaptive Immunity
  • Immunological Memory
  • Lymphatic System
  • Disorders of the Immune System
  • Digestive Leucocytosis
  • Immune Complexes Formation & Deposition
  • Chronic Inflammation Disorders
  • Inflammation & Cancer


  • Terminology
  • Body Fuel
  • Lipid Metabolism
  • Lipase Deficiency
  • Adipose Tissue

Attention Deficit Disorder W/WO Hyperactivity

  • ADHD Etiology & Contributory Factors
  • Nutritional Deficiencies
  • Food additives
  • Refined Sugars
  • Food Allergies
  • Exorphins
  • ADHD As An Autoimmune Disease
  • Treating ADHD

Autism Spectrum Disorder

  • Introduction
  • Gastrointestinal Abnormalities
  • Nutritional Deficiencies
  • Inmunological Deficiencies
  • Coagulation Abnormalities
  • Autism as an Immune Disease
  • Advantages of Oral Enzymes Treating Autism

Functional Foods

  • Functional Food
  • Functional Foods from Plant Sources
  • Functional Foods from Animal Sources
  • Prebiotics

Entry requirements

Students must have basic literacy and numeracy skills.

Minimum education

Open entry. Previous schooling and academic achievements are not required for entry into this course.

Computer requirements

Students will need access to a computer and the internet. 

Minimum specifications for the computer are:


  • Microsoft Windows XP, or later
  • Modern and up to date Browser (Internet Explorer 8 or later, Firefox, Chrome, Safari)


  • OSX/iOS 6 or later
  • Modern and up to date Browser (Firefox, Chrome, Safari)

All systems

  • Internet bandwidth of 1Mb or faster
  • Flash player or a browser with HTML5 video capabilities(Currently Internet Explorer 9, Firefox, Chrome, Safari)

Students will also need access the following applications:

Adobe Acrobat Reader

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  • Complement your individual course purchase.
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Course Summary

Course ID No.: 009OACBDO5CB
Delivery Mode: Online
Course Access: Unlimited lifetime
Time required: Study at your own pace
Assessments: Yes
Qualification: Certificate